美国中小学校园暴力探析
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摘要
近年来,世界各地的校园暴力事件不断出现,而且程度不断升级,这给青少年的学习和成长带来了极大的危害。因此,校园暴力事件引起了社会各界的普遍关注。美国是世界上校园暴力比较严重的国家之一,同时也是最早进行校园暴力研究的发达国家之一。因此,通过探析美国中小学校园暴力的现状、产生的原因及其预防措施,可以帮助我国加深对校园暴力的理解,并从美国预防和解决中小学校园暴力问题的相关理论和措施中寻求可供参考和借鉴的东西。
在对国内外相关资料研究基础上,本论文对暴力及校园暴力的概念进行了清晰的界定,并将研究对象的范围界定为:第一,发生在校园内的暴力行为;第二,加害者是学生的暴力行为。通过归纳和分析,美国中小学校园暴力的类型主要有:欺负、枪击、性骚扰、庆祝活动引起的暴力行为、袭击教职员工、网络暴力行为。
不同的历史时期、社会的不同发展阶段,美国校园暴力的特点、类型、状况都不尽相同。本论文在大量文献研究的基础上对美国中小学校园暴力不同时期的发展状况进行阐述,并分析了校园暴力对加害者和受害者的危害及成为加害者和受害者的自身特点。
美国中小学校园暴力产生的原因主要包括四个方面:一是个人方面的原因。中小学期间的青少年儿童处于青春发育时期,容易产生叛逆心理,容易受同伴压力的影响,而且情绪波动也较大。当遇到被老师责骂等情况时,极易发生校园暴力行为。二是家庭方面的原因。由于受到20世纪60年代“性解放”思潮的影响,美国家庭的离婚率一直居世界榜首,因此,在美国,有很多单亲家庭。父母的教育方式存在问题,或是过于溺爱孩子,或是过于惩罚孩子,都会使孩子身上的不良行为习惯愈来愈烈。三是社会方面的原因。美国社会暴力文化泛滥成灾;青少年吸毒、酗酒严重;枪支管理混乱,青少年很容易获得枪支弹药;学校里存在种族歧视现象,这些都构成了校园暴力问题的社会因素。四是学校方面的原因。美国学校的教育是一种崇尚个人天性、自由发展的教育,因此,学校的纪律性稍差,并且,学校道德教育不力,这些都是构成美国中小学校园暴力产生的学校原因。
由于美国中小学校园暴力问题不仅仅是一个学校内部的问题,而是整个社会各个方面交织在一起而产生的社会问题。所以,解决此问题,需要长时期地依靠家庭、社会、学校等各方面力量的共同努力。美国社会针对中小学校园暴力产生的四方面原因,也积极地从四方面采取预防与解决措施。家庭方面的措施包括:美国社会倡导父母要努力营造和谐的家庭氛围,并与子女经常沟通。在教育方式上反对采用极端的方式,如溺爱或过度体罚。社会方面的措施包括:要加强对暴力文化、枪支的管制。美国联邦、州政府方面的措施包括:20世纪90年代以来,美国联邦政府颁布了许多法律文件,为校园暴力事件的解决提供法律保障。各个州也分别制定适合自己实际情况的解决校园暴力法规。学校方面的措施包括:学校为学生提供心理咨询服务,开展品格教育,学校与警察建立良性关系等。总之,通过这些法律政策和学校的具体计划的实施,美国校园暴力事件的状况得到了一定改善,总体上呈现出缓和的趋势。
In recent years, school violence events around the world continue to happen and the degree is escalating. These have brought great harm to the learning and growing of the young people. Therefore, school violence has aroused widespread attention of social public.
The United States is one of the countries whose school violence are more serious in the world, and at the same time it is one of the developed countries who earliestly begin to study school violence. Therefore, through the exploration and analyse of the status, causes and preventive measures of primary and secondary school violence in the United States, can help us deepen our understanding of school violence, and we can seek reference and draw lessons from related measures and theory to prevent and resolve the issues of primary and secondary school violence of American.
On the basis of domestic and foreign-related materials' research, this paper has clearly defined the concept of violence and school violence, and the scope of research objects is defined as: First, the violent behaviors happened in campus; Second, the perpetrators of violence are students. Through concluding and analyzing, the typical types of American primary and secondary school violence are: bullying, shootings, sexual harassment, violence aroused by celebrations, assaults to school staff, violence of network.
During different historical periods and different stages of development of society, the characteristics, situations and types of school violence are not same. Based on a literature research of a large number of literatures, this paper describes the development status of American primary and secondary school violence in different periods , and analyze the school violence's harms to the perpetrators and victims,and analyze personal characteristics of the perpetrators and victims.
The main causes of American primary and secondary school violence are the four aspects: First, the reasons of personal aspect. The young children in primary and secondary schools are exercising the period of puberty.They are vulnerable to have psychological treason and be impacted by peers'pressures, but also have greater emotional fluctuations. When they are criticized by teachers or encounter other issues, school violence will easily happen. Second, the reasons of family aspect. Due to the impact of the 1960s "sexual liberation", the U.S. family's divorce rate has been the top in the world, therefore, in the United States,there are a lot of single-parent families. There are problems in parents’educational methods. These methods which are too doting to children or too punitive, will make the children have more and more bad habits. Third, the reasons of social aspect. The overrunning of American social violence culture; serious adolescents' drug abuse and excessive drinking; because the chaotic management of firearms, young people very easy to obtain guns and ammunition; existence of racial discrimination in schools,these all compose the social factor of school violence events. Fourth, the reasons of schools .Because the American education in schools is a kind of education which advocates personal nature and free development, so the schools'orderliness is slightly poor. And their moral education are inefficient. These all compose the causes that cause violence of the American primary and secondary schools.
As the United States’primary and secondary school violence's problem is not just a problem within the school, but a social problem that caused by all aspects of the society and these aspects intertwine each other. Therefore, it needs the forces of families, communities, schools and other departments to chronically work together to solve this problem. According to the four causes of primary and secondary school violence, the American societies have positively taken prevention and resolution measures from four aspects. The measures of family aspect are: American societies advocate parents to work hard to build a harmonious family atmosphere and often communicate with their children. On family education manner, they opposite taking extreme manners, such as dotage or excess Corporal Punishment, so on. The measures of social aspect are: strengthen the control to the violence culture and firearms.The measures of the states and U. S. Federal:Since the 1990s, the U. S. federal government promulgated a number of legal policies in order to provide legal protections for the solution of school violence events. Each state also separately enacts regulations suitable for their own actual conditions to resolve school violence. The measures of schools are:the school provide students with psychological counseling services, develop character education and establish virtuous relationships between schools and polices, and so on .In conclusion, by these laws and policies and the implementation of the schools’plans, the situation of U. S. school violence events has improved in a certain extent and presented lenitive trend on the whole.
在对国内外相关资料研究基础上,本论文对暴力及校园暴力的概念进行了清晰的界定,并将研究对象的范围界定为:第一,发生在校园内的暴力行为;第二,加害者是学生的暴力行为。通过归纳和分析,美国中小学校园暴力的类型主要有:欺负、枪击、性骚扰、庆祝活动引起的暴力行为、袭击教职员工、网络暴力行为。
不同的历史时期、社会的不同发展阶段,美国校园暴力的特点、类型、状况都不尽相同。本论文在大量文献研究的基础上对美国中小学校园暴力不同时期的发展状况进行阐述,并分析了校园暴力对加害者和受害者的危害及成为加害者和受害者的自身特点。
美国中小学校园暴力产生的原因主要包括四个方面:一是个人方面的原因。中小学期间的青少年儿童处于青春发育时期,容易产生叛逆心理,容易受同伴压力的影响,而且情绪波动也较大。当遇到被老师责骂等情况时,极易发生校园暴力行为。二是家庭方面的原因。由于受到20世纪60年代“性解放”思潮的影响,美国家庭的离婚率一直居世界榜首,因此,在美国,有很多单亲家庭。父母的教育方式存在问题,或是过于溺爱孩子,或是过于惩罚孩子,都会使孩子身上的不良行为习惯愈来愈烈。三是社会方面的原因。美国社会暴力文化泛滥成灾;青少年吸毒、酗酒严重;枪支管理混乱,青少年很容易获得枪支弹药;学校里存在种族歧视现象,这些都构成了校园暴力问题的社会因素。四是学校方面的原因。美国学校的教育是一种崇尚个人天性、自由发展的教育,因此,学校的纪律性稍差,并且,学校道德教育不力,这些都是构成美国中小学校园暴力产生的学校原因。
由于美国中小学校园暴力问题不仅仅是一个学校内部的问题,而是整个社会各个方面交织在一起而产生的社会问题。所以,解决此问题,需要长时期地依靠家庭、社会、学校等各方面力量的共同努力。美国社会针对中小学校园暴力产生的四方面原因,也积极地从四方面采取预防与解决措施。家庭方面的措施包括:美国社会倡导父母要努力营造和谐的家庭氛围,并与子女经常沟通。在教育方式上反对采用极端的方式,如溺爱或过度体罚。社会方面的措施包括:要加强对暴力文化、枪支的管制。美国联邦、州政府方面的措施包括:20世纪90年代以来,美国联邦政府颁布了许多法律文件,为校园暴力事件的解决提供法律保障。各个州也分别制定适合自己实际情况的解决校园暴力法规。学校方面的措施包括:学校为学生提供心理咨询服务,开展品格教育,学校与警察建立良性关系等。总之,通过这些法律政策和学校的具体计划的实施,美国校园暴力事件的状况得到了一定改善,总体上呈现出缓和的趋势。
In recent years, school violence events around the world continue to happen and the degree is escalating. These have brought great harm to the learning and growing of the young people. Therefore, school violence has aroused widespread attention of social public.
The United States is one of the countries whose school violence are more serious in the world, and at the same time it is one of the developed countries who earliestly begin to study school violence. Therefore, through the exploration and analyse of the status, causes and preventive measures of primary and secondary school violence in the United States, can help us deepen our understanding of school violence, and we can seek reference and draw lessons from related measures and theory to prevent and resolve the issues of primary and secondary school violence of American.
On the basis of domestic and foreign-related materials' research, this paper has clearly defined the concept of violence and school violence, and the scope of research objects is defined as: First, the violent behaviors happened in campus; Second, the perpetrators of violence are students. Through concluding and analyzing, the typical types of American primary and secondary school violence are: bullying, shootings, sexual harassment, violence aroused by celebrations, assaults to school staff, violence of network.
During different historical periods and different stages of development of society, the characteristics, situations and types of school violence are not same. Based on a literature research of a large number of literatures, this paper describes the development status of American primary and secondary school violence in different periods , and analyze the school violence's harms to the perpetrators and victims,and analyze personal characteristics of the perpetrators and victims.
The main causes of American primary and secondary school violence are the four aspects: First, the reasons of personal aspect. The young children in primary and secondary schools are exercising the period of puberty.They are vulnerable to have psychological treason and be impacted by peers'pressures, but also have greater emotional fluctuations. When they are criticized by teachers or encounter other issues, school violence will easily happen. Second, the reasons of family aspect. Due to the impact of the 1960s "sexual liberation", the U.S. family's divorce rate has been the top in the world, therefore, in the United States,there are a lot of single-parent families. There are problems in parents’educational methods. These methods which are too doting to children or too punitive, will make the children have more and more bad habits. Third, the reasons of social aspect. The overrunning of American social violence culture; serious adolescents' drug abuse and excessive drinking; because the chaotic management of firearms, young people very easy to obtain guns and ammunition; existence of racial discrimination in schools,these all compose the social factor of school violence events. Fourth, the reasons of schools .Because the American education in schools is a kind of education which advocates personal nature and free development, so the schools'orderliness is slightly poor. And their moral education are inefficient. These all compose the causes that cause violence of the American primary and secondary schools.
As the United States’primary and secondary school violence's problem is not just a problem within the school, but a social problem that caused by all aspects of the society and these aspects intertwine each other. Therefore, it needs the forces of families, communities, schools and other departments to chronically work together to solve this problem. According to the four causes of primary and secondary school violence, the American societies have positively taken prevention and resolution measures from four aspects. The measures of family aspect are: American societies advocate parents to work hard to build a harmonious family atmosphere and often communicate with their children. On family education manner, they opposite taking extreme manners, such as dotage or excess Corporal Punishment, so on. The measures of social aspect are: strengthen the control to the violence culture and firearms.The measures of the states and U. S. Federal:Since the 1990s, the U. S. federal government promulgated a number of legal policies in order to provide legal protections for the solution of school violence events. Each state also separately enacts regulations suitable for their own actual conditions to resolve school violence. The measures of schools are:the school provide students with psychological counseling services, develop character education and establish virtuous relationships between schools and polices, and so on .In conclusion, by these laws and policies and the implementation of the schools’plans, the situation of U. S. school violence events has improved in a certain extent and presented lenitive trend on the whole.
引文
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